Top 30 Classroom Management Interview Questions and Answers in 2024

The term “classroom management” refers to the broad range of skills and strategies teachers and tutors employ to keep their students on track, focused, orderly, and academically productive during a lesson. Good classroom management techniques allow teachers to maximize the behaviors that support or promote learning while minimizing the behaviors that hinder learning for individual students and groups of students. Successful instructors typically have good classroom management abilities, whereas inexperienced or less effective teachers are likely to have a disorganized classroom full of disinterested kids.

1. How Do You Deal With Misbehaving Students?

Giving the disruptive student some room to calm down and get back into a learning frame of mind is always my first course of action. It can entail techniques like taking them apart or allowing them to relax for a while in the corridor.  I’d talk to them after class, go over the content they missed, and assist them with strategies for averting the circumstance in the future.

2. Do You Employ Any Particular Techniques To Keep Things In Order?

 A call-out and response tactic is my preferred way to keep the classroom in order. I make an effort to employ humorous language that my students will enjoy. For students to engage, primary school teachers must link enjoyment and order with learning.

3. What Would You Do If A Student Threw A Pencil At You When You Were Writing Something On The Board Or Were Distracted But Didn’t Know Who It Was?

The first and most fundamental thing in this circumstance is to keep my cool. I would first reiterate that throwing objects is never a safe nor effective way to act in a classroom. I would continue the lesson and then address it further by providing the student with an opportunity to accept responsibility for their behavior. I would give them pieces of paper and invite kids to tell me who had thrown the pencil. I would talk to the students about their conduct and try to understand why they acted that way.

4. How Would You Define Discipline?

Discipline promotes stronger interpersonal connections and mutual respect among the students while facilitating learning. It also hopes to make students more responsible for their actions, self-directed, and disciplined.

In my experience, students react negatively to harsh punishment but favorably to constructive correction. My teaching attitude is that students should know exactly what is expected of them, therefore I set clear expectations and express them to them. To promote student accountability, the regulations are considered and adopted.

5. What Techniques Do You Employ As A Math Tutor To Keep Your Learners Or Clients Interested During A Lesson?

It may be difficult to work with high school students, especially if we’re meeting to assist them with improving their poor grades. One thing I do when I initially meet a student is to inquire about his or her hobbies, such as sports, academic topics, music, and movies. I include allusions to these hobbies in the math problems I write.

For instance, a question can involve how many points they need to score to win a basketball game or show their preferred celebrity consuming excessive amounts of food. It grabs their interest and makes them laugh, which helps me connect with them and maintain their interest in the subject.

6. Explain How You Would Conduct A Tutoring Session.

I always ask the student how they are feeling at the beginning of each session, inquiring as to whether they are tired or happy about something going on in their lives. This not only helps me better prepare for any interruptions or a sluggish class, but I believe it also shows them that I am concerned about them as people, not just for the lesson. I then inquired as to any victories since our last meeting. I’ve discovered that being upbeat at the outset encourages us to concentrate on the positive, which results in a more productive session.

I next go over the session’s agenda with them so they would know what to anticipate. In addition, I usually give them a quick test to check what they remembered from the prior sessions and whether they need further practice. After the review, I make an effort to make connections between those earlier subjects and the material we’re covering now. I proceed through the lesson, which usually includes the student reading the text aloud and talking with me about the prompts. Lastly, I give the class at least five minutes at the conclusion to ask any last-minute questions concerning the subject.

7. How Do You Ensure That You Live Up To Students’ Expectations?

I prefer to do a student survey at the beginning of each semester. I start by asking students what they hope to get out of my lectures and what they anticipate learning. This method aids me in developing and organizing my research ideas so that I may cater to the academic and personal interests of my students. I am certain that I can meet the demands of my students throughout the semester with this approach.

8. How Do You Go About Providing Students With Feedback On Their Work?

When I see that a student is having trouble understanding topics or finishing projects, I usually ask to meet with them to talk about their progress. This enables me to speak to students one-on-one and better understand what influences their academic performance. I can better include improvement plans or techniques that aid students in improving their grades when I am aware of the factors contributing to their underachievement.

9. Can You Share A Situation When You Had To Alter Your Strategy To Aid A Student’s Learning?

I had a third-grade student with autism in my former job. I put together an IEP, especially for learning purposes. They needed to get better at writing, so I started teaching them how to use a pencil to form words, and sentences as part of my IEP. I soon determined that the student was having difficulty writing, as she grew quite concerned and perplexed. I decided to teach them how to type words and phrases. The typing considerably improved their attitude and written comprehension.

10. Are You Qualified To Work With Students With Disabilities?

Yes, I presently hold a certificate in early childhood special education. I decided to get certified because I wanted to be able to support disabled children from a young age. Early on, I think children must establish good connections with their teachers and other adults. In my opinion, kids with special needs should study with regular students. They gain confidence in their skills and abilities as a result of this.

11. What Are Some Of The Most Valuable Qualities You Can Provide As A Special-Needs Teacher?

In my opinion, one of my main strengths as a special-needs teacher is my ability to interact with parents effectively. I always make it a point to tell parents about their child’s development and any modifications that may be made to their lesson plan. As a result, they feel more at ease in our learning environment and can rest easy knowing that their kid is receiving the best care.

My patience is a different talent that I think is useful. When working with kids with difficulties, I may have to repeat things to them multiple times before they catch on. Because it enables us to deal with all sorts of students, patience is a crucial quality for instructors.

12. Which Skills Are The Most Significant For An ESL Teacher?

In my opinion, patience and a passion for teaching are the two most crucial characteristics an ESL instructor should possess. As an ESL instructor, you may deal with students whose first language is not English. It implies that you must use patience when assisting them in picking up new ideas and challenging terminology. Additionally, since teaching is difficult, you need to love it. However, it is satisfying to see your students achieve.

13. In What Order Do You Give Your Assignments?

I like to review the curricular standards at the beginning of the semester to understand the learning objectives I want to set for my students. Then I develop a curriculum that divides each week’s lectures into the political science topics I need to cover. With this method, I can arrange my lectures according to the subject, time of the class, and date, making it easier for me to monitor student progress and finish lectures.

14. What Changes Or Modifications Would You Make To Your Lectures To Make Them More Comprehensible For Underachieving Students?

In my previous position, I observed that many of my students had trouble understanding the material I was delivering in class. I used a student survey to determine which parts of each lesson students had trouble understanding. I used more relatable vocabulary and activities that the students could better grasp in my lecture material. I was able to aid students in gaining a greater understanding and mastery of the subject by providing them with some extra tasks to assist them in making connections to the lecture material.

15. How Do You Schedule Your Timed Sessions To Ensure That The Entire Lesson Is Covered?

As a writing tutor, I encounter students who are facing a range of writing issues. My capacity to assist the student will depend on the nature of the writing project, how well they comprehended the prompt, how many questions they have, and how well they have written it.

I skimmed the work they brought with them and the assignment prompt before each session. I next inquire as to what are perceived to be the three difficult aspects of the task. Proofreading, citing references, and project structuring are frequently among these difficulties. I next have them read the essay while I look for and analyze instances where these three difficulties are present. I work with the student to revise portions and provide advice on how to handle these problems in other sections of the work.

I also note additional areas for development throughout the session, including sentence structure, clarity, and word choice. I make an effort to highlight and explain these passages. I also give them some teaching materials to take home and use for further revision just before the session ends. This method, in my opinion, better tackles the students’ issues, involves them more in the revision process and enables me to provide general criticism without spending too much time on a single topic.

16. What Techniques Do You Employ To Assess A Student’s Understanding Of The Subject Matter?

To assess whether or not students have retained the information, I employ many techniques. To assess their comprehension of the material from earlier lectures, I administer quizzes throughout the unit. After each course, I also provide exams to evaluate if students can apply what they’ve learned to new circumstances. If a kid is having trouble, I will give them extra help in class and may even schedule an after-school visit with them so they may receive more individualized attention.

17. Give An Example Of A Difficulty You Have Faced In Your Teaching Career And How You Resolved It.

I had a student in my first year of teaching who was constantly disrupting the class. Throughout lessons, he would frequently interrupt others and show a lack of attention. Nothing appeared to work despite my best efforts to encourage him to concentrate. I ultimately chose to meet with him after school. We discussed his hobbies and interests, and he admitted that he didn’t feel at home in school.

I learned that he was acting out in class because he was being bullied by other students. I discussed the problem with the principal, and together we arranged an assembly where we would talk about bullying and how to report it. Afterward, the student felt more at ease, and his grades rose.

18. In What Ways Does Technology Play A Role In Your Teaching?

Technology is a valuable tool for teaching, but I also believe students must understand how to use it on their own. In addition to teaching them about the many forms of technology and what they are useful for, I make sure that my students know how to use it for research and other activities. I might demonstrate how to use a mouse and keyboard, for instance, before having them practice using their fingers on a touchscreen.

19. Describe The Perfect Setting For A Classroom.

I believe that the ideal classroom should be a setting where students feel free to express themselves and ask questions. By creating a secure setting where students may express their views without worrying about being judged, I would create this environment. Additionally, I would promote open dialogue with my students by being approachable for queries and criticism. I believe it’s critical to develop a rapport with my students so they feel at ease approaching me.

20. How Does Tutoring That Prepares Students For Tests Differ From Regular Tutoring?

Tutoring for test preparation, in my experience, tends to be more structured and goal-oriented, with me teaching and reviewing content with an emphasis on assisting the student in passing the test. Lessons can vary more substantially in general tutoring since the student’s grades may be the focus or the goal may be to help them move on to a more challenging course.

Examining students is made simpler by test preparation tutoring because I can give them approved study materials and mock tests that are identical to the real thing. Additionally, we can compute the exam results straight away once the student finishes, allowing us to assess the student’s progress and areas for future development. The student will finally take the official exam and receive the results, at which point I will be able to judge my tutoring performance with certainty. While a student receiving a better grade or being accepted into a more challenging course qualitatively demonstrates our hard work, exam results are quantitative.

21. How Would You Respond If A Student Complained About The Lesson?

I once witnessed a college freshman become overwhelmed as we were discussing the most recent calculus lesson. She had midterms coming up, so I wanted to assist her concentrate on studying. She had to put her book down first, and I asked her to count out loud while she took a big breath.

I then asked her whatever section of the class perplexed her the most. I offered that we go back to that section of our class and do a review after she told me she had become confused at a particular point. She identified the specific equation that was confusing her while we went over the material again a few weeks ago. She became much more disoriented as a result.

I asked her whether she wanted to continue with the lesson as we still had 15 minutes left in our session. She acknowledged doing so, but she was still visibly angry. I recommended she take a break, then let’s reschedule for the following day. I then reassured her that taking a break from the topic would enable her to decompress and refocus. She returned the following day prepared to review the information.

22. How Will The Students Who Attend Your Lectures Benefit From Your Lecture Style?

In my statistics courses, I always try to include applicable content. Since I am aware that many of my undergraduate students are interested in pop culture events and trends, I create difficult lecture themes based on my analysis of these topics. In one of my most recent lectures on computing derivatives, I compared the equations to the process of locating better social platforms than the ones the students were already using. This example helped students understand statistical derivatives and perform mathematical operations more effectively.

23. How Would You Respond If A Student Asked You About A Subject That Wasn’t Included In Your Course Material?

In my previous role as a university lecturer, I was delivering a lesson on American history when a student raised their hand and inquired about how to learn more about the founding fathers’ religious convictions. Even though I didn’t have any curriculum that focused especially on this subject, I did have some materials that could have helped students understand more about religion in America at that time. I promised the student that I would do some more research and let them know if I found anything further that would help them with their question.

24. How Would You Respond If A Parent Objected To Your Evaluation Of Their Child’s Special Needs?

I am aware that parents want to want the best for their children, but I also think my knowledge of this subject matter gives me an important perspective on how to support students in their academic endeavors. I would attempt to maintain composure in this circumstance and lay out my reasoning for my opinion. I would ask if we could set up another meeting so that we could continue the conversation if the parent continued to object. I would also advise the parent to discuss their worries with other teachers or administrators.

25. How Would You Set Up A Positive Atmosphere For Your ESL Students In The Classroom?

I think it’s crucial to make the classroom a friendly place for all students. To ensure that every student could grasp what we are learning, I would first make sure that my classroom was well-stocked with materials in several languages. I also make it a point to communicate to my learners in an inclusive manner, which makes it easier for them to ask questions. Finally, even if they don’t know the answer, I always encourage my students to help one another out.

26. What Procedure Do You Use To Determine And Address A Student’s Special Needs?

I start by enquiring about the history and prior academic experiences of the child from the parents. To learn more about their motivations and comfort zones, I also probe them about their child’s hobbies and character qualities. Following this preliminary evaluation, I’ll watch the student in the class and speak with them one-on-one to find out more about their strengths and problems.

I will develop an individualized education plan for each kid based on their particular needs as soon as I receive appropriate information. For instance, if a student needs extra help with reading comprehension, I can offer tutoring or group courses. To hold a student’s attention during lengthy lectures, I will break up my courses into manageable portions and employ visual aids.

27. What Made You Decide To Become A Teacher?

My fifth-grade teacher, Mrs. Juliet, was someone I greatly loved, and even after I stopped taking her class, I frequently went to her for counsel. I was motivated to become a teacher by the warmth and welcome she gave me. As kids traverse the challenging waters of growing up, I want to be that person others can rely on.

28. How Can You Motivate Your Students?

When a student performs very well, I prefer to give them awards or bonuses because I believe that positive reinforcement is crucial for maintaining student motivation. Whatever I can tell students appreciate getting, and it’s different for everyone, whether it’s candy, a star, a sticker, or even just a compliment. I constantly attempt to be fair and consistent with everyone because I never want students to feel left out or favored. But I believe that those small instances of acknowledgment are what keep children content and eager to learn.

29. Would You Like To Conduct Any Extracurricular Activities?

Definitely! In my previous job, I had been teaching swimming, and I had particularly assisted many students in overcoming their fears and learning to dive. In particular, the younger ones would adore it if I taught them origami and other handicrafts.

30. What Would You Do If You Believed That One Of Your Students Was Being Neglected Or Abused At Home?

The best course of action in this situation is to have a conversation with the parents while involving the school administration and other teachers. This is crucial since many people may misunderstand parenting, which appears to be the problem.


Doing at least one practice interview before the actual one is a smart idea. You can improve your interviewing skills by doing mock interviews with the support of your university’s careers and employability office.

Additionally, you can compose and practice your responses to typical interview questions with a trusted friend or relative. You could even videotape yourself and then analyze the results.

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